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Marksy maps your draft against the rubric so you can see where marks are gained or lost in each criterion.
Every important scoring decision is anchored to your writing so revision is evidence-based, not guesswork.
Get structured next actions so you can move from draft to stronger markband performance in the right order.
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Use this guide to keep the Chemistry Extended Essay disciplined around a specific question, accurate chemical terminology, coherent analysis, and a conclusion that is explicitly grounded in the science you present.
Recommended Length
3,500-4,000 words
Build Timeline
8-12 weeks: question, reading, drafting, refinement
Anchor Question
Does every paragraph strengthen the chemistry argument instead of drifting into general explanation?
Want a full playbook format? Read Chemistry EE Guide.
Use each criterion as a checklist for revision. Strong drafts make the scoring evidence obvious, not implied.
Examiner focus: This criterion assesses the topic, research question, methodology, and the student's initiative in planning the research.
Top-band move: The topic is clearly introduced, ensuring the purpose of the research is evident and appropriate. A precisely formulated research question is presented. A complete methodology is outlined, with an appropriate selection of relevant sources and/or methods, formulation of hypotheses, demonstration of initiative in planning, and clear explanation of the rationale behind methodological choices.
Common penalty: The topic is vaguely introduced, the research question is poorly formulated, and the methodology is superficially described. There is little evidence of student initiative.
Examiner focus: This criterion assesses the student's understanding of the chemistry concepts, appropriate use of terminology, and accurate application of scientific conventions.
Top-band move: The essay effectively utilizes source material that directly relates to the research question. The source material is seamlessly integrated into the essay's body with clear references. Technical or subject-specific terms are explained and used correctly, demonstrating the student's understanding of the topic, while maintaining an analytical and academic tone throughout the essay. The majority of the source material is obtained from recognized scientific sources.
Common penalty: The essay demonstrates limited understanding of the chemistry concepts. Terminology is used sparingly and may be inaccurate. Scientific conventions are inconsistently followed.
Examiner focus: This criterion assesses the student's ability to research, analyze, discuss, and evaluate the investigation, demonstrating a coherent argument supported by evidence.
Top-band move: The research conducted, including literature sources, data collection, and processing, is directly relevant to the research question and aims to provide answers. An effective and clear analysis of the research is conducted, with a strong emphasis on addressing the research question. Data analysis includes mathematical transformations, statistical analysis, or graphical representation where appropriate. Conclusions drawn from the analysis are supported by evidence and contribute to a well-structured and coherent argument reflective of the research findings.
Common penalty: The essay demonstrates limited research, analysis, discussion, and evaluation. The argument is weak and poorly supported. Data analysis is absent or inappropriate.
Examiner focus: This criterion assesses the structure, layout, referencing, and overall clarity of the essay.
Top-band move: The essay begins with a title page and a table of contents, adhering to standard formatting conventions. The structure of the essay follows the expected conventions for the topic, ensuring clarity and coherence in the presentation of arguments. Graphs, figures, or tables are appropriately labeled with numbers and brief descriptions and maintain good graphical quality.
Common penalty: The essay has a basic structure, but the layout is inconsistent. Referencing is attempted but contains significant errors.
Examiner focus: This criterion assesses the student's reflection on the research focus, planning, and process, as evidenced in the Reflections on Planning and Progress Form (RPPF).
Top-band move: The RPPF form showcases the individual's progress and active involvement in the writing process. The student outlines the skills acquired during the extended essay writing journey. Challenges faced during the process are described in detail, along with the strategies employed to address them. The document reflects the personal significance and relevance of the work undertaken.
Common penalty: The RPPF provides some information about the research process, but the reflection is superficial. Challenges and skills acquired are not clearly described.
Match your draft to the descriptors below to identify the smallest edits that can move you into a higher band.
Points 0
The topic is not clearly introduced, the research question is absent or inappropriate, and the methodology is not described.
Points 1-2
The topic is vaguely introduced, the research question is poorly formulated, and the methodology is superficially described. There is little evidence of student initiative.
Points 3-4
The topic is adequately introduced with some background information. The research question is present but may lack precision. The methodology is described with some detail, but justification may be limited. Some evidence of student initiative is present.
Points 5-6
The topic is clearly introduced, ensuring the purpose of the research is evident and appropriate. A precisely formulated research question is presented. A complete methodology is outlined, with an appropriate selection of relevant sources and/or methods, formulation of hypotheses, demonstration of initiative in planning, and clear explanation of the rationale behind methodological choices.
Points 0
The essay demonstrates little to no understanding of the chemistry concepts. Terminology is not used or is used inappropriately. Scientific conventions are not followed.
Points 1-2
The essay demonstrates limited understanding of the chemistry concepts. Terminology is used sparingly and may be inaccurate. Scientific conventions are inconsistently followed.
Points 3-4
The essay demonstrates a satisfactory understanding of the chemistry concepts. Terminology is generally used appropriately. Scientific conventions are mostly followed, with minor errors. Relevant source material is used, but integration is limited.
Points 5-6
The essay effectively utilizes source material that directly relates to the research question. The source material is seamlessly integrated into the essay's body with clear references. Technical or subject-specific terms are explained and used correctly, demonstrating the student's understanding of the topic, while maintaining an analytical and academic tone throughout the essay. The majority of the source material is obtained from recognized scientific sources.
Points 0
The essay lacks research, analysis, discussion, and evaluation. No coherent argument is presented.
Points 1-4
The essay demonstrates limited research, analysis, discussion, and evaluation. The argument is weak and poorly supported. Data analysis is absent or inappropriate.
Points 5-8
The essay demonstrates adequate research, analysis, discussion, and evaluation. The argument is reasonably coherent and supported by some evidence. Data analysis is present but may lack depth or relevance.
Points 9-12
The research conducted, including literature sources, data collection, and processing, is directly relevant to the research question and aims to provide answers. An effective and clear analysis of the research is conducted, with a strong emphasis on addressing the research question. Data analysis includes mathematical transformations, statistical analysis, or graphical representation where appropriate. Conclusions drawn from the analysis are supported by evidence and contribute to a well-structured and coherent argument reflective of the research findings.
Points 0
The essay lacks a clear structure and layout. Referencing is absent or inaccurate.
Points 1
The essay has a basic structure, but the layout is inconsistent. Referencing is attempted but contains significant errors.
Points 2
The essay has a generally clear structure and layout. Referencing is mostly accurate, with some minor errors. Graphs, figures, or tables may be present but lack proper labeling.
Points 3-4
The essay begins with a title page and a table of contents, adhering to standard formatting conventions. The structure of the essay follows the expected conventions for the topic, ensuring clarity and coherence in the presentation of arguments. Graphs, figures, or tables are appropriately labeled with numbers and brief descriptions and maintain good graphical quality.
Points 0
The RPPF is absent or provides minimal information. There is no evidence of reflection on the research process.
Points 1-2
The RPPF provides some information about the research process, but the reflection is superficial. Challenges and skills acquired are not clearly described.
Points 3-4
The RPPF showcases the individual's progress and active involvement in the writing process. The student outlines some of the skills acquired during the extended essay writing journey. Challenges faced during the process are described, but the strategies employed to address them may be limited.
Points 5-6
The RPPF form showcases the individual's progress and active involvement in the writing process. The student outlines the skills acquired during the extended essay writing journey. Challenges faced during the process are described in detail, along with the strategies employed to address them. The document reflects the personal significance and relevance of the work undertaken.
Step 1
Pick a chemistry topic narrow enough to support sustained investigation and direct evidence.
Step 2
Keep terminology, mechanisms, and theory accurate so the essay reads as specialist writing.
Step 3
Use evidence, comparison, and analysis to answer the question rather than summarizing sources one by one.
Step 4
Make presentation, citations, and overall structure clean enough that the argument stays at the center of the reading experience.
Question is focused and suitable for chemistry.
Subject language is accurate and consistent.
Evidence is analyzed, not just reported.
Structure and engagement support the argument.
Write the best-supported answer to your question before expanding to full draft length.
Use one paragraph to compare findings to accepted chemistry context.
Keep the final section tightly aligned with the evidence you have already built.
The grader evaluates your submission against the active IB criteria for Chemistry Extended Essay and returns criterion-level marks with actionable feedback.
Yes. Most students use draft grading to identify weak criteria, revise, and re-check before final submission.
Yes. Teachers can upload multiple files in one batch from the bulk grading route for faster class-wide feedback.
Absolutely. By default, nobody other than you can access your uploaded files, however you may make them shareable to others. Even then, you have full control to delete your files at any moment, and your files are not used to train AI models. More information here.
Upload a single submission and get criterion-by-criterion feedback aligned to IB descriptors.
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